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Burton Leonard

Burton Leonard. Welcome Maths workshop for parents 2 nd October 2013. Our vision for maths Fun and exciting Children to feel able and confident Take fear out of maths – which sometimes come from parents! Problem solvers

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Burton Leonard

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  1. Burton Leonard Welcome Maths workshop for parents 2nd October 2013

  2. Our vision for maths • Fun and exciting • Children to feel able and confident • Take fear out of maths – which sometimes come from parents! • Problem solvers • Real maths relating to everyday life eg cake making using measures • Challenging vsachievement and understanding • Real promotion of mental calculation strategies • Better at using and applying maths skills to problems • Cross-curricular and outdoors • Concrete practical maths, through play • As a team be vigilant and highlight misconceptions early

  3. What do we like about maths? ‘I love counting out loud forwards and backwards!’ ‘I love measuring in the water.’ ‘I find number sequences fun, like this 1, 4, 3, 16, 9……., can you work it out?’ ‘I like short hard maths, not long easy sums’ ‘Number songs are fun!’ ‘Equations and data and measuring and problem solving…’

  4. Maths in school • Daily maths lesson • Mental and oral starter • Pre-teaching and post teaching • Catch up programmes • 1stClass@Number1 • 1stClass@Number2 • 30 lessons over a ten week period as a supplement to the daily maths lesson • SATs boosters • Gifted and Talented Programme • In school provision and After School Number Crunchers Club • Cluster networks • School to school workshops

  5. Maths Block A Counting, partitioning and calculating (6 weeks) Block B Securing number facts and understanding shape (9 weeks) Block C Handling Data and Measure(6 weeks) Block D Calculating, measuring and understanding shape (6 weeks) Block E Securing number facts, relationships and calculating (9 weeks)

  6. Place a huge emphasis on strategies for teaching mental addition which include: • Putting the largest number first: • 5 + 36 is the same as 36 + 5. Start at 36 and count on in ones • 30 + 60 is the same as 60 + 30. Start at 60 and count on in tens • Partitioning: • 14 + 25 = (10 + 4) + (20 + 5) • (10 + 20) = 30 • (4 + 5) = 9 • The answer is 39 • Compensation: • 17 + 9 = 17 + 10 – 1 = 26 • 26 + 11 = 26 + 10 + 1 = 37 • Doubles or near doubles: • 8 + 8 = 16 • so 8 + 9 = 8 + 8 + 1 = 17

  7. How you can help • It is most important that you talk & listen to your child about their work in maths. It will help your child if they have to explain to you. • Be positive about maths, even if you don’t feel confident about it yourself. • Remember, you are not expected to teach your child maths, but please share, talk and listen to your child. • If your child cannot do their homework do let the teacher know by either writing a note in your child’s book or telling the teacher. • A lot of maths can be done using everyday situations and will not need pencil and paper methods. • Play games (ICT links on website) and have fun with maths! • http://www.burtonleonard.n-yorks.sch.uk/

  8. Top tip! Key Instant Recall Facts (KIRFS) Use this website! It is brilliant and children love to use it! You can see how it is linked to the KIRFS. http://www.conkermaths.org/cmweb.nsf/pages/kirfs.html

  9. SHOPPING £ Looking at prices £ Calculating change – which coins, different combinations. £ Weighing fruit and vegetables in the supermarket. £ Counting pocket money. £ Reading labels on bottles, packets, in order to discuss capacity, weight, shape and colour. £ Estimating the final bill at the end of shopping while waiting at the cash out. £ Calculating the cost of the family going to the cinema, swimming baths, etc.

  10. Time Looking at the clock – identify the numbers telling the time using analogue and digital clocks. Calculating how long a journey will take looking at train/bus/airline timetables. Using TV guide to calculate the length of programmes. Programming the video or the microwave. Looking at the posting times on the post box. Discussing events in the day e.g. teatime, bed time, bath time. Setting an alarm clock.

  11. Classroom time • Typical maths learning opportunities are on display in each room • You will see the resources and strategies we use on a daily basis • An opportunity to see maths in your child’s classroom • Ask any questions, teachers are there to help!

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